Resilience and psychological flexibility levels and selected aspects of teachers’ professional development

Weronika Klon; Katarzyna Waszyńska

doi:10.35765/mjse.2026.1529.03

Weronika Klon Adam Mickiewicz University in Poznań, Poland https://orcid.org/0000-0001-8657-0597
Katarzyna Waszyńska Adam Mickiewicz University in Poznań, Poland https://orcid.org/0000-0003-1495-4537

DOI: https://doi.org/10.35765/mjse.2026.1529.03

Keywords: teachers, professional development, resilience, psychological flexibility, well-being

Abstract

Research aims and problems: The study examines how such variables as length of service, level of professional advancement, the annual number of training courses, and the number of subjects taught relate to the psychological flexibility and resilience of the studied teachers. Both constructs are associated with coping strategies for dealing with hardship and for realizing professed values in the face of obstacles.

Research methods: The study uses the Polish adaptation of the AAQ-II questionnaire to measure the psychological flexibility index and the KOP-26 questionnaire to determine the residual index and its subcomponents. Work-related variables and sociodemographic data were measured with a questionnaire of our own design. The group of subjects consisted of 87 male and female elementary school teachers from the city and municipality of Swarzedz.

Process of argumentation: The paper analyzes psychological flexibility, as defined by the acceptance and commitment therapy (ACT) theory, and resilience. A review of previous research reports on the relevance of these variables to the teaching profession is also presented. The adopted methodology and the obtained results are described and discussed, and finally, the conclusions are presented.

Research findings and their impact on the development of educational studies: Statistically significant correlations were observed between the number of subjects taught and respondents’ scores on the family relations and personal competence scales. In addition, there were no correlations between indicators of resilience and psychological flexibility and such variables as length of service, level of professional advancement, or the annual number of training courses.

Conclusions and recommendations: The results indicate that the existing educational offer for teachers may be weak in fostering stress management competencies and personal growth. There is a need to expand this offer to include items from the indicated area.

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